DRAWING
THE BEST PLACE TO START
DRAWING WITHIN SECONDARY ART AND DESIGN EDUCATION
6 OBJECTS
Lesson 1 - Personal Connections to Migration
Introduction:
The 6 – Objects lesson, held within the ‘5 Senses Unit’, encourages students to consider their own personal views and understandings in relation to migration. Whether it be a personal reflection and response or simply a reaction to the topic from inner beliefs, this lesson encourages students to be innovative and creative through adopting a student-centered, guided inquiry approach. This lesson is well-tailored to Year 9 students with the ability to embody integrated curriculum practice through incorporating content regarding migration and geographies of interconnection with the content covered in both Year 9 History and Geography. In Year 9, students are exposed to content in these subjects regarding the history of migration, particularly to Australia, and the overall impacts that followed, for both persons and nation. Furthermore, students are questioned to consider the perceptions people have of place and how this influences their connections to different places, alongside the effects of international migration to Australia. Through Art, we are given an exceptional opportunity to bring this content into our classrooms and encourage students to reflect and think imaginatively and artistically in relation to these topics.
Key Overview & Focus:
In this lesson, students will be asked to replicate 6 Objects of significance to them when they reflect on the topic ‘Migration’ through Drawing. Any materials, mediums or devices may be used throughout this lesson and there are no limitations for students regarding narrative or sequence. The students may interpret this task in any form they choose.
Links to the Victorian Curriculum:
Visual Art
Conceptualise, plan and design artworks that express ideas, concepts and artistic intentions (VCAVAV043)
Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes ( VCAVAV042)
Create, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience (VCAVAP044)
Analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts, including artworks by Aboriginal and Torres Strait Islander Peoples to explore differing viewpoints (VCAVAR046)
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Geography:
Perceptions people have of place, and how this influences their connections to different places (VCGGK139)
Issues affecting the development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (VCGGK153)
Interconnecting causes of spatial variations between countries in selected indicators of human wellbeing (VCGGK150)
History:
Patterns of continuity and change and their effects on influencing movements of people, ways of life and living conditions, political and legal institutions, and cultural expression around the turn of the twentieth century (VCHHK136)
Different experiences and perspectives of non-Europeans and their perspectives on changes to society, significant events, ideas, beliefs and values (VCHHK137)
Position of the society in relation to other nations in the world by 1918 including the effects of ideas and movements of people (VCHHK138)
Intended and unintended causes and effects of contact and extension of settlement of European power(s), including Aboriginal and Torres Strait Islander peoples (VCHHK134)
Outcomes & Assessment:
Students will exhibit their drawings of 6 Objects at the end of the class. Students will be encouraged to make decisions regarding the placement and position of their final pieces and how they are displayed within the classroom setting. Students will then observe their peers installations as a collective in critique conditions (2mins Silence, 3mins Objective and 3mins Subjective). Students will then be given the option to communicate their personal ideas and thought processes behind their works if they feel comfortable.
Major Artists:
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Gu Xiong
Andy Warhol
Fiona Hall
Sally Smart
Kasey Golden
Where To Next?
In future lessons, the 6 Objects concept can be extended in multiple ways. This can be done through retaining the work from the students and either building upon these works or adapting them to form more advanced works of art.
Some examples include:
Students are to compose short musical arrangements that relate to their artworks. Adding QR codes to student’s individual drawings of objects can create individual sound installations.
Students are to create another 6 works of art that reflect upon their previous drawings of objects embodying the concepts of colour, texture and sound.
Students are to manipulate their drawings into 3D objects using clay.
Students are able to explore the journey of migration through relationality through placing their objects onto a collaborative class map.
Students are given the opportunity to explore the notion of ‘What is an object?’ through typography.
Students can further enhance their works through manipulating their themes into the mediums of video, lino prints, relief printing, drawing and sculpture.
Students are able to create narratives out of their object drawings by creating a narrative thread as a class. This allows students to see how the objects can be viewed as both individual works and as a collective.
CHARCOAL DRAWING THROUGH DANCE
Lesson 2 - Drawing In Response To Music
Introduction:
The Charcoal Drawing Through Dance lesson, set within the site – sight – cite unit, encourages students to be free with their drawing and promote movement within the unit. This style of drawing allows students to be unrestricted and have a sense of freedom whilst creating artwork with their bodies. This form of Art encourages an expressionistic approach rather than a controlled style and allows students to understand that not all works of Art must be refined and considered. Incorporating Music into this lesson is a key aspect of the overall concept. Art and Music complement each other and can enhance the expressive outcome of the work.
Key Overview and Focus:
In this lesson, students will be asked to participate in a collaborative artwork piece through movement using charcoal. Each student will listen to their own personal music (Any style, tempo or genre) through the use of headphones and will dance on blank pieces of paper with pieces of charcoal between their toes. The students will follow each other in single file in a snake-like pattern down each length of butchers paper, creating marks with the charcoal as they dance and move to their music of choice. Each student is encouraged to embrace their style of music and replicate its tonality through their movement. At the end of the class, each panel of butchers paper will be hung around the classroom.
Links to the Victorian Curriculum:
Visual Art:
Conceptualise, plan and design artworks that express ideas, concepts and artistic intentions (VCAVAV043)
Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes ( VCAVAV042)
Create, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience (VCAVAP044)
Outcomes & Assessment:
Students will exhibit their collaborative panels at the end of the class. Students will be encouraged to make decisions regarding the placement and position of their final pieces as a collective. Students will have to work together to present the panels and agree on how they are displayed within the classroom setting. Students will have to discuss with the teacher their thinking behind how the work has been presented. They will then have to reflect upon this lesson in their visual diaries including documenting the process of the work and how this altered their perception of drawing as a method.
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Major Artists:
Heather Hansen
Tony Orrico
Isaac Chong Wai
Lilibeth Cuenca Rasmussen
Kazuo Shiraga
Where To Next?
In future lessons, the Charcoal Drawing Through Dance theme can be extended in multiple ways. This can be done by retaining the work from the students and either building upon these works or adapting them to form more advanced works of art.
Some examples include:
Adding colour to the panels through the use of coloured pastels and paint.
Having the students repeat the lesson, however using coloured pastel instead of charcoal.
Using this method to create more individualised pieces of art as students create their own artwork instead of a collaborative work.
Instead of students listening to their own individually chosen pieces of music, have a collaborative song that they all must respond to.
Each different panel could become the basis of a different genre of music. Ask the students to once again complete the same task, however, change the music genre at the start of each panel. Discuss with the students how different types of music can change expression.
Soft Pastel Drawing
Lesson 3 - Drawing In Response To Music
Introduction:
The ‘Soft Pastel Drawing In Response To Music’ lesson, set within the site – sight – cite unit, encourages students to be unrestricted with mark making and promote collaborative movement within the unit. This style of drawing allows students to be bold in their expression and embrace inspiration fostered through music. This form of art encourages an expressionistic approach rather than a controlled style and allows students to understand that not all works of art must be refined and considered. Incorporating Music into this lesson is a key aspect of the overall concept. Art and Music complement each other and can enhance the expressive outcome of the work.
Key Overview and Focus:
In this lesson, students will be asked to participate in a collaborative artwork piece through movement using soft pastels. Each student will listen to a piece of music, chosen by their teacher, and will choose two colours of soft pastel to draw with. Students will draw onto a large horizontal piece of butchers paper and will stand next to each other as they collaboratively draw in response to the music. Each student will have a soft pastel in each hand and create marks as they draw. Each student is encouraged to embrace the style of music and replicate its tonality through their movement. At the end of the class, the panel of butchers paper will be hung in the classroom.
Links to The Victorian Curriculum:
Visual Art:
Conceptualise, plan and design artworks that express ideas, concepts and artistic intentions (VCAVAV043)
Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts andthemes ( VCAVAV042)
Create, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience (VCAVAP044)
Outcomes & Assessment:
Students will exhibit their collaborative panel at the end of the class. Students will be encouraged to make decisions regarding the placement and position of their final piece as a collective. Students will have to work together to present their panel and agree on how they are displayed within the classroom setting. Students will have to discuss with the teacher their thinking behind how the work has been presented and how listening to the same piece of music changed their response. They will then have to reflect upon this lesson in their visual diaries including documenting the process of the work and how this altered their perception of drawing as a method.
Major Artists:
Laura Kvelstein and Jaanika Peerna
Naomi Kendrick
Trisha Brown
Rachel Grant
Daniela Antelo
Kellie O’Dempsey
Rossella Emanuele
Rachel Grant
Shoshanah’ Ciechanowski
Where To Next?
In future lessons, the Soft Pastel Drawing In Response To Music theme can be extended in multiple ways. This can be done through retaining the work from the students and either building upon these works or adapting them to form more advanced works of art by cutting them up and using them as a base to making prints.
Some examples include:
Cutting up sections of the panel and transforming them into lino prints.
Repeat this process however using different genres of music for each different panel and then compare them.
Moving from soft pastel to ink or paint.
Integrating with a music class within the school to collaborate on a particular artwork following the same themes.
Mirror Drawing Techniques
Lesson 4 - Drawing In Response To A Partner Through Mirroring
Introduction:
The ‘Mirror Drawing’ lesson, set within the site – sight – cite unit, encourages students to mirror each other while using black and white pastels in order to learn how we can be ‘in tune’ with each other while we draw. This lesson exposes students to the notion of sensory knowing, as they pay close attention to the student sitting opposite them. They will note that one person will begin to take the lead until all partners become in tune with each other and draw effortlessly in a mirroring motion. Both of the students’ hands will be drawing/doing the exact same thing at the same time whilst their pastels are on the paper and will be mirrored by their partner. Eventually, students will observe that they become fully motorised visions of each other. This task may take a while for each pair to become in tune due to lack of concentration, yet with time, they will find that it is a good way for students to understand how drawing can be simply an embodied way of understanding of someone and being in response to things whilst learning to look, watch and listen.
Key Overview and Focus:
In this lesson, students will be asked to sit opposite another student whilst holding a black and white pastel in each hand. These pastels must be in the mirroring position of their partner. Each student will be provided with an A3 piece of paper and will have to mirror the orientation of this page with their partner. Each pair will begin to draw together whilst mirroring each other’s movements. Students must complete the same movement with each hand. By the end of the lesson, each student will become in tune with their partner and will observe that their drawings are in fact very similar. This will inform students that drawing can be used and embraced collaboratively and that we all have the capability to connect with others through drawing,
Links to The Victorian Curriculum:
Visual Art:
Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes (​VCAVAV042)
Conceptualise, plan and design artworks that express ideas, concepts and artistic intentions (VCAVAV043)
Outcomes & Assessment:
Students will write reflections based on their experience throughout the lesson. They will consider how has this task changed or altered their perceptions of drawing and connecting with others through drawing. Further to this, students will collaboratively discuss with each other how this task has improved their abilities to draw whilst watching. Finally, students may present their works as a pair to the rest of the class for further discussion.
Where To Next?
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To further extend this lesson, students may swap partners, incorporate colour or sound that may alter their drawing patterns. Further to this, students may wish to alter the scale in which they wish to draw in order to create diverse works. Students may also wish to further manipulate these line drawings through adding colour or selecting a specific section to change and adapt into another artwork or collage.
Contour Line Drawing Our Surroundings
Lesson 5 - Contour Line Drawing In A Public Space: Documenting Life
Introduction:
The ‘Contour Line Drawing Our Surroundings’ lesson, encourages students to experiment with line drawing techniques while looking and observing their surroundings. This lesson will allow students to work outside the classroom and engage with others whilst doing individual drawing. Through this, students will be able to learn how to capture a ‘brief moment in time’ while people and objects constantly move around them. This will encourage the action of drawing many brief, quick sketches. In doing so, students will begin to understand the importance of quick, free-flowing sketches that highlight the importance of looking and observing whilst enhancing their contour line drawing skills. Further to this, students will also be focusing on the use of perspective as they document the room around them.
Key Overview and Focus:
In this lesson, students will be encouraged to move together into a public area such as a coffee shop, a park or a shopping centre. They will be provided with a pencil, A3 piece of paper and a wooden board for them to work on. They will be given the option to find their own space within the room and complete contour line drawings while they observe the movement around them. They will be encouraged to be selective in their choice of what they draw and not to spend too long on one object, rather to capture a range of movement.
Links to The Victorian Curriculum:
Visual Art:
Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes (​VCAVAV042)
Conceptualise, plan and design artworks that express ideas, concepts and artistic intentions (VCAVAV043)
Outcomes & Assessment:
Students will share their drawings with other and will compare and contrast their different views on the same space. Further to this, they will document the process int their folios and write reflections based on their experience throughout the lesson. They will consider how has this task changed or altered their perceptions of drawing through contour and how this can be used to quickly capture a moment in time.
Major Artists:
Steve Wilkin
Urban Sketchers
Adebanji Alade
Liz Steel
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Where to Next?
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To further extend this lesson, students may use these drawings to inform further artworks. This could be achieved through:
Creating prints by translating them into etches.
To use colour over the top of their drawings representing a different space that they may visit
These artworks could also inform collage works or installations.
Drawing Stories
Lesson 6 - The Art of Listening and Connecting With Stories
Introduction:
The ‘Drawing Stories’ lesson encourages students to listen, reflect and document. Furthering students’ abilities to listen closely to one another without having interjected their personal their personal views into the conversation is challenging within a classroom setting. This lesson allows students to let other class members tell an important story and whilst documenting what they hear and understand through drawing. Good listening allows us to demonstrate that we are paying attention to the thoughts, feelings and behaviours of the other person (seeing the world through their eyes). This is crucial to maintaining productive relationships, and sometimes the only way to establish communication (Roche, 2006). Through this, one can learn the importance of listening to one another closely and respectfully whilst documenting on paper through drawing what they hear through shapes, forms and tones.
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Key Overview and Focus:
In this lesson, students will be encouraged to find a partner and sit opposite them. Each table that the students will sit opposite on will be lined with butchers’ paper. Students will be given the opportunity to select from a wide range of drawing mediums (Texta, Pencils, Pastel and Fine liner) in order to form their drawings. Each student will be given 30 minutes to talk to their partner about a topic that inspires them, whether it be what happened on the weekend, a story about a pet or family member. The student who is listening to the story will use the materials on the table to map and document their partners story. They will then swap and complete the process again. Once all students have finished telling their stories, they will finish off the lesson by writing a short thank you letter in response to one another’s stories. This thank you letter will incorporate any thoughts or feelings they may want to share and how it felt to have someone listen to them.
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Links to The Victorian Curriculum:
Visual Art:
Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes (​VCAVAV042)
Conceptualise, plan and design artworks that express ideas, concepts and artistic intentions (VCAVAV043)
Outcomes & Assessment:
By the end of the lesson, students will have to demonstrate:
A finished map that has reflected their partners story
A response to their partner/ letter of thank you for listening.
Photographs that will be used to document the lesson in their visual diaries.
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Where to Next?
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In future lessons, these artworks can be extended in multiple ways. This can be done by retaining the work from the students and either building upon these works or adapting them to form more advanced works of art. This could include combining and joining all of the different maps together to create one large mapped artwork by drawing connections between each story. The butchers paper can then be hung on the wall of the classroom to prompt further discussion.
References
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Roche, S. (2006). Listening Skills: Why Is Listening Important. Retrieved from https://www.alchemyformanagers.co.uk/topics/tv8zhuMZpZEzsgNc.html
Drawing ModRoc Sculptures
Lesson 7 - Learning How To Draw and Document Your Creations
Introduction:
The ‘Drawing ModRock Sculptures’ lesson is a lead on from the Sculpture Lesson ‘ModRoc.’ This lesson is a clear example of how students can learn how to draw 3D objects whilst documenting their own work. This is one simple way to encourage students to draw and document their artworks within their visual diaries. This lesson could be used as an outcome task or for formative assessment as students will be encouraged to observe their sculptures closely in order to promote reflection. Further to this, teachers can use this task at the end of each lesson in order to wrap up a particular process or method. Students will be able to practice using perspective as well as working within still life drawing techniques. Drawing and documenting sculpture and creating sketches whilst working is one of the most useful and popular ways to develop ideas and to produce art. This process aids in positioning students to understand the origins of their artwork, the context that their work evolved within and how it has resolved.
Key Overview and Focus:
In this lesson, students will place their already sculptured ModRoc objects on a table in front of them. They are then given time to draw their sculptures using different materials that have been provided. They will be encouraged to draw at least three different perspectives of their work and may wish to annotate the sketches within their visual diaries.
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Links to The Victorian Curriculum:
Visual Art:
Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes (​VCAVAV042)
Conceptualise, plan and design artworks that express ideas, concepts and artistic intentions (VCAVAV043)
Analyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences (VCAVAR045)
Explore the visual arts practices and styles as inspiration to develop a personal style, explore, express ideas, concepts and themes in art works (VCAVAE040)
